LEARNING FOR LIFE: THE OPPORTUNITY FOR TECHNOLOGY TO TRANSFORM ADULT EDUCATION PART 1: INTEREST IN AND APTITUDE FOR TECHNOLOGY

Transcription

1 LEARNING FOR LIFE: THE OPPORTUNITY FOR TECHNOLOGY TO TRANSFORM ADULT EDUCATION PART 1: INTEREST IN AND APTITUDE FOR TECHNOLOGY ENTHUSIASM FOR TECHNOLOGY IN ADULT EDUCATION I think technology solutions can effectively support adult education instruction. YES (86%) NEUTRAL (12%) NO (2%)

2 TABLE OF CONTENTS THE OPPORTUNITY FOR TECHNOLOGY IN ADULT EDUCATION...3 OVERVIEW OF THE ADULT EDUCATION LANDSCAPE...6 ENTHUSIASM FOR TECHNOLOGY...9 INFRASTRUCTURE AND INSTRUCTOR READINESS FREE TECHNOLOGY IN THE FACE OF FUNDING CHALLENGES MOBILE OPPORTUNITY OUTSIDE THE CLASSROOM A CALL TO ACTION...20 APPENDIX: OVERVIEW OF SURVEY METHODOLOGY AND RESPONDENTS...24 ACKNOWLEDGMENTS...27 BIOGRAPHIES...28 OUR PARTNERS...29 ABOUT TYTON PARTNERS...30 We would like to express our gratitude to the Joyce Foundation for their support of our research and in making this report possible. We are honored to be partners in their mission to improve the education, economic opportunity, and social well-being of our society. 2

3 THE OPPORTUNITY FOR TECHNOLOGY IN ADULT EDUCATION In fall 2014, Tyton Partners (formerly Education Growth Advisors), with support from the Joyce Foundation, conducted national research on the role and potential of instructional technology in the US adult education field. The objective was to understand the current state of the field with respect to technology readiness and the opportunities and challenges for increasing the use of technology-based instructional models within adult education. We define adult education as instructional training programs that help underprepared adults develop basic skills in the areas of literacy, numeracy, and digital literacy. This analysis draws on extensive primary and secondary research, including a national survey completed by more than 1,000 adult education program administrators and practitioners, interviews with more than 50 adult education experts, and a comprehensive scan of secondary research materials to frame and size the adult education landscape. Through two publications, we will present the findings from our research and propose key questions and ideas to catalyze conversations among adult education leaders and practitioners, policy makers, education suppliers and entrepreneurs, and foundations and funders regarding the gaps in the adult education system and opportunities for leveraging technology to better meet the needs of underprepared adult learners. The briefs will address both demandside and supply-side dynamics. This initial publication focuses on the demand side and addresses adult education administrators and practitioners perspectives on the role and potential of technology to support their students needs and objectives. The second publication in this series, Part 2: The Supplier Ecosystem, highlights supplier market dynamics, usage of instructional resources, and programs purchasing processes. Across both publications, we offer insights and recommendations to adult education program leaders and instructors, policy makers, suppliers and entrepreneurs, and foundations and funders for stimulating innovative technology-based instructional models to support this high-need community of learners. Executive Summary: The number of US adults lacking basic skills in the areas of literacy, numeracy, and digital literacy is substantial nearly one in six US adults maintains low literacy skills, while nearly one in three possesses low numeracy skills and the consequences are debilitating. 1 These underprepared adults tend to earn lower wages, are less likely to enter postsecondary education, and face a higher likelihood of poor health than do their peers with a stronger educational foundation. Not only is education fundamental to 1. OECD, Time for the U.S. to Reskill?: What the Survey of Adult Skills Says, OECD Skills Studies (OECD Publishing, 2013), 3

4 individual welfare and lifelong opportunity, but the effect of a large low-skilled adult population on the US economy is considerable; the economic impact of millions of underprepared adults amounts to billions of dollars annually in greater healthcare costs and lost tax revenue stemming from unemployment and underemployment. In addition to these impacts on domestic economic and public health, our nation s global competitiveness hinges on the education of our workforce. Quality of instruction is also a challenge facing the adult education field. Performance data on education gains within the adult education system suggests that the quality of adult education programs needs improvement. 2 Moreover, while there are roughly 36 million US adults struggling with the consequences of low skills, the adult education system today serves only 4.1 million adults, or roughly 11% of those in need. With the adult education system at capacity, there is considerable unmet demand for adult education services. Enhancing the quality of adult education and access to adult education opportunities is therefore imperative, both for individual welfare and for our society more broadly. Over the past decade, innovations in educational technology have impacted nearly all prek 12, postsecondary, and corporate and professional learning environments. Billions of dollars have been invested in educational technology businesses, driven by the promise of technology to transform student learning and achievement, among other goals. These wide-ranging businesses provide online courses, personalized learning platforms, free and open educational content, mobile and gamified learning, and social collaboration platforms, among numerous other developments. To date, these investments have had a limited impact on adult education; this is a missed opportunity to apply our best and most creative entrepreneurial education efforts to a large community of learners with a dire need. Tyton Partners national survey represents one of the largest and most comprehensive surveys on the use of technology in the adult education field. Conducted in November 2014, the survey collected data from more than 1,000 program administrators and practitioners across the adult education system. The data provides insight into the opportunity for technological innovations to take root in the US adult education field more broadly. Issues examined include technology readiness, access, and use within various adult education delivery channels, as well as market opportunities, program decision-making processes, and the supplier ecosystem for instructional resources. The overwhelming finding is that the vast majority of adult education program administrators and practitioners are enthusiastic about the potential for technology to support instruction. Administrators and practitioners are open to and interested in thoughtful, appropriate deployment of technology to meet the needs and goals of their students. 2. Performance data available from the National Reporting System for Adult Education (NRS). 4

5 This finding alone should encourage suppliers and entrepreneurs to take a more careful look at the adult education market, which today supports nearly $800 million in annual instructional resources spending. In addition to adult education professionals receptivity to instructional technology opportunities, several other key demand-side findings emerged: Technology infrastructure is strong across the adult education system; more than 80% of survey respondents reported consistent access to the Internet and on-site availability of computers Most adult education program instructors reported that they are comfortable using technology and believe they have the ability to leverage technology in a professional setting; fewer than one in five adult education professionals feels that technology can be challenging or difficult Investing in technology is a budget priority for the majority of program administrators, even as funding constraints limit their ability to pursue more robust technology investments Almost 90% of adult education programs leverage free, open educational resources to support instruction; these technology solutions are more prevalent and are viewed as more important to instruction than any other type of instructional technology solution At least 55% and as many as 75% of adult education students own smartphones, and the majority of program administrators and instructors believe that these devices have the potential to improve engagement and instruction These findings highlight a community desirous of more technology tools and resources that are effectively tuned to the needs of their students and environments. We explore these optimistic demandside dynamics in further detail below, in addition to offering a set of recommendations for adult education stakeholders policy makers, program administrators and practitioners, suppliers, and funders as they consider ways to support and extend existing instructional programs within the adult education community. Adult education must be willing to paint the future with broad strokes that infuse digital formats to enhance learning. Survey Respondent 5

6 OVERVIEW OF THE ADULT EDUCATION LANDSCAPE Ask any leader in the adult education field to characterize the landscape and they will immediately cite the high degree of program and student diversity, as well as fragmentation across the community. Or, as one interviewee noted after trying to describe the various adult education programmatic models and delivery providers It s a messy space. The framework below illustrates the blend of programmatic models and education delivery channels that collectively constitute the adult education system. ADULT EDUCATION SYSTEM FRAMEWORK EDUCATION DELIVERY CHANNEL PRIMARY FUNDING STREAMS PROGRAM TYPE K 12/LOCAL EDUCATION AGENCY COMMUNITY COLLEGE COMMUNITY- BASED ORGANIZATION AMERICAN JOB CENTER EMPLOYER OTHER* WIOA Title II (AEFLA), State, and Local Federal and State WIOA Title I ABE, ASE, ESL, Basic Literacy, HSE Prep Bridge Programs/Integrated Education and Training (IET)** Remedial/ Developmental Workforce Training PUBLIC-SECTOR FOCUS Internal Corporate Investments Employer Training Individual Resources Consumer Education = PROGRAM TYPE DELIVERED IN EDUCATION DELIVERY CHANNEL * Other includes public libraries, correctional institutions, and churches, among alternative sites. ** Bridge programs or integrated education and training (IET) programs are treated as a subcategory of ABE/ASE/ESL and community college programs within this framework. Our analysis and recommendations center on findings derived primarily from initiatives and audiences in the public sector. The employer and consumer segments represent important markets with strong potential and opportunity for innovation but fall outside the scope of this research. 6

7 Brief definitions of the programmatic models included in this research are provided below. ADULT EDUCATION PROGRAMMATIC MODELS Adult Basic Education (ABE): basic skills programs targeting adult learners with proficiency levels below the 9th grade level Adult Secondary Education (ASE): basic skills programs targeting adult learners with roficiency levels at or above the 9th grade level English as a Second Language (ESL or ESOL): instruction for adult learners who have limited English proficiency Basic Adult Literacy: programs for adults learning to read High School Equivalency Exam Preparation (HSE): programs that prepare learners for the General Educational Development (GED) test, the High School Equivalency Test (HiSET), and the Test Assessing Secondary Completion (TASC) test Remedial/Developmental: instruction designed to assist entering postsecondary students in achieving expected competencies in core academic areas Bridge, or Integrated Education and Training (IET): programs that combine occupational skills training with adult education services Workforce Readiness Training: services provided to help adults secure a job, delivered through adult basic skills programs or through American Job Centers (formerly called One-Stop Career Centers) The 4.1 million adults currently served by the adult education system are participating in a variety of programs focused specifically on basic skills training. Approximately 2.1 million adults participate in ABE, ASE, ESL, basic literacy, or high school equivalency prep, primarily through programs that receive federal funding. Of the remaining adults, nearly 1.9 million participate in remedial/developmental education programs, largely within community colleges, and nearly 70,000 receive basic skills training through workforce training programs. 3 Viewing the adult education market through a channel lens, community colleges are the largest institutional segment delivering programs. More than 2.2 million adults are being served by community colleges in both remedial/developmental education programs and in ABE, ASE, and ESL programs. K 12 districts and other local education agencies (LEAs) represent the second-largest channel, serving 890,000 adults. Other channels, while smaller in terms of the number of students supported, nevertheless represent important options for underprepared adults. For example, community-based organizations (CBOs) only serve 280,000 adults in public funded adult education programs, but these organizations typically educate adults with some of the greatest needs in the country. 3. Workforce programs, most often delivered in American Job Centers, serve more than 20 million adults, primarily in the areas of job preparation, search, and matching; however, less than 1% of these adults receive basic skills training in the areas of literacy, numeracy, or digital literacy. 7

8 100% 90% 80% DISTRIBUTION OF ADULTS BY PROGRAM AND EDUCATION DELIVERY CHANNEL TOTAL = 4.1M OTHER PUBLIC LIBRARY CORRECTIONAL INSTITUTION 70% COMMUNITY-BASED ORGANIZATION 60% 50% COMMUNITY COLLEGE COMMUNITY COLLEGE AMERICAN JOB CENTER 40% 30% 20% K 12 DISTRICT/ LOCAL EDUCATION AGENCY 10% 0% ABE/ASE/ESL/ BASIC LITERACY/HSE PREP (2.1 MILLION ADULTS) REMEDIAL/DEVELOPMENTAL EDUCATION (1.9 MILLION ADULTS) WORKFORCE TRAINING (67,000 ADULTS) The considerable diversity in the adult education community suggests that the perspectives of stakeholders may vary based on the program or channel they inhabit; where relevant, we have highlighted those distinctions. 8

9 ENTHUSIASM FOR TECHNOLOGY Adult education program administrators and practitioners revealed a strong receptivity to and enthusiasm for technology-based instruction. The vast majority of respondents more than 85% believe that technology solutions can effectively support adult education instruction, and by extension, the needs of adult learners. Encouragingly, this dynamic held true across both program administrator and instructor populations in all channels surveyed. ENTHUSIASM FOR TECHNOLOGY IN ADULT EDUCATION I think technology solutions can effectively support adult education instruction. YES (86%) NEUTRAL (12%) NO (2%) The enthusiasm for technology across all sectors of the adult education landscape is an extremely valuable finding for the field and has not previously been substantiated via large-scale research. It suggests that front-line adult education professionals are willing to investigate and deploy technology-based instructional models, assuming that a base level of infrastructure is available and that adequate professional development and support are provided to ensure effective implementation. Technology has the potential to transform many students learning and support students functionality in life. We as a field need to know about new technologies, devices, and solutions that will accomplish this. Survey Respondent Respondents identified the positive impact on their students learning experiences as the most important benefit of technology-based instructional resources. Studentcentric benefits (e.g., enabling students to practice outside the classroom, personalized instruction) were seen by program administrators and instructors as nearly twice as important as benefits affecting instructor or program productivity and efficiency. 9

10 These findings differ from dynamics observed in the K 12 and postsecondary markets, where benefits that enhance teacher and faculty productivity and efficiency are often considered as important as benefits that impact student learning experiences. BENEFITS OF TECHNOLOGY IN ADULT EDUCATION 70% 60% 66% 62% 62% PRIMARY BENEFICIARY STUDENT 50% INSTRUCTOR 40% ADMINISTRATOR/PROGRAM N/A 30% 33% 31% 20% 20% 10% 0% Practice opportunities for students outside class time Students proceed through material at their own pace Personalize instruction for students Provide instructors with student performance data Productivity of classroom instruction time Ease of delivering assessments 11% Facilitate program reporting and compliance requirements 2% Not sure there are benefits 7% Other "What do you believe are the most important benefits that technology-enabled instructional resources can provide for your adult education program? (Select up to three)" Adult education professionals overwhelming prioritization of student benefits from technology-based instructional models suggests a clear path of opportunity for suppliers and entrepreneurs serving this market. The personal and professional hurdles that adult learners face are significant, and survey respondents priorities reflect their core focus on striving to close the profound education gaps that exist for many of their students. Improving students digital literacy represents another notable potential benefit of technology-based instructional resources, according to respondents. Of the 7% of respondents who selected Other, an overwhelming majority provided write-in comments highlighting the opportunity for technology to aid students digital literacy and 21st-century skills development. Not surprisingly, access to technologybased instruction and resources was identified as an effective way to address these gaps. Students must use technology tools in preparation for 21st-century postsecondary education and workforce expectations. Most entrylevel jobs now require a basic comfort with technology, and students need to develop proficiency to communicate within society. Survey Respondent 10

11 INFRASTRUCTURE AND INSTRUCTOR READINESS Having access to computers and, ideally, the Internet, is an obvious prerequisite for the implementation of technology-based instructional resources. Encouragingly, the majority of program administrators and instructors reported that their programs possess access to both computers and the Internet. Feedback from survey respondents establishes an aggregate picture of solid availability of on-site technology across the field, a valuable finding. ACCESS TO INTERNET ON-SITE AT ADULT EDUCATION PROGRAMS "Please indicate the extent to which Internet access is available for instructional purposes on-site at your adult education program." ALWAYS (84%) SOMETIMES (12%) NEVER (3%) DON T KNOW (1%) NUMBER OF COMPUTERS AVAILABLE ON-SITE AT ADULT EDUCATION PROGRAMS "Please indicate the number of computers you have available for instructional purposes on-site at your adult education program." MANY IN THE CLASSROOM/LAB (68%) A FEW PER CLASSROOM (15%) ONE PER CLASSROOM (3%) VARIABLE (12%) NONE (2%) While most programs possess Internet access and computers, variability exists. For example, responses FREQUENCY from program OF administrators ADULT EDUCATION and instructors STUDENTS in the CBO channel reveal that their organizations ACCESS TO have COMPUTERS less robust AT technology THEIR PROGRAM infrastructure SITEthan organizations in other channels (e.g., K 12, postsecondary). Despite this, CBO respondents are equally bullish about the potential benefits of technology for their students. Thus, similar to the K 12 environment, suppliers need to account for a heterogeneous computing environment when designing technology-based instructional solutions for adult education. 11

12 AT ADULT EDUCATION PROGRAMS Survey respondents perspectives on the frequency of student access to computers provide insight into the types of instructional solutions that can be most effective in this field. Roughly half of survey respondents reported that although they have multiple computers on-site, their students do not always have access to computers, suggesting that computers are being shared among students or classes. As a result, solutions that deliver supplemental technology-based activities integrated with more traditional face-to-face instructional "Please indicate models the number will resonate of computers most you strongly have available with decision makers. Digital solutions for instructional that require purposes intensive on-site student at your computer adult education time in class program." and those designed for use in an environment where every student has access to a device are not currently MANY IN THE CLASSROOM/LAB (68%) A FEW PER CLASSROOM (15%) ONE PER CLASSROOM (3%) practical for most adult education programs. However, the prevalence of smartphones VARIABLE (12%) NONE (2%) among adult learners, as detailed on page 17, offers an exciting path forward for realizing a near-term 1:1 adult education computing environment. FREQUENCY OF ADULT EDUCATION STUDENTS ACCESS TO COMPUTERS AT THEIR PROGRAM SITE "Please indicate the frequency of your students' access to computers for instructional purposes on-site at your adult education program." ALWAYS (54%) OCCASIONALLY (36%) RARE (6%) NEVER (3%) DON T KNOW (1%) This data regarding adult education programs technology infrastructure is promising and provides a critical foundation for stakeholders across the field who are contemplating the introduction or expansion of technology-based instructional solutions. It creates a baseline expectation for suppliers developing technology solutions and highlights opportunities for program administrators and policy makers who are driving adult education investment conversations and efforts in their communities. As we are still far from having one computer or tablet per student, we re incorporating shared technology models into our programs. Technology can be an excellent supplemental tool for a good teacher who knows how to integrate it well. Survey Respondents 12

13 The readiness of instructors to use technology confidently is another key prerequisite for the effective use of technology-based instructional resources. More than 80% of survey respondents reported that they are comfortable using technology; nearly all respondents reported that they use personal computers on a daily basis. Among respondents, a slightly higher percentage of administrators than instructors reported technology comfort and regular device usage. This data on technology comfort suggests that adult education professionals believe they have the aptitude and disposition to leverage technology in a professional setting. 50% 45% ADULT EDUCATION ADMINISTRATOR AND INSTRUCTOR COMFORT WITH TECHNOLOGY 40% 43.8% 35% 38.5% 30% 25% 20% 15% 17.2% 10% 5% 0% I am very comfortable with technology and colleagues view me as a resource to help them I am comfortable with technology and can do everything I need to do I can use technology, but at times it can be challenging or difficult 0.4% 0.2% Using technology is challenging, and I generally avoid it I rarely use technology "Please select the statement that best describes your level of familiarity and comfort with using technology." PERSONAL DEVICE USAGE BY ADULT EDUCATION ADMINISTRATORS AND INSTRUCTORS 100% 1.5% 1.8% 2.3% 90% 13% 20.6% 80% 3.8% 70% 60% 50% 98.7% 97.5% 40% 30% 20% 10% 83.8% 73% DO NOT USE RARELY MONTHLY WEEKLY 0% ADMINISTRATOR INSTRUCTOR ADMINISTRATOR INSTRUCTOR DAILY COMPUTER SMARTPHONE "How often do you use the following technology devices for personal use?" 13

14 The technology is only as good as the instructor who introduces and applies the technology for students. Survey Respondent Of course, daily use of a computer or smartphone does not directly equate to an ability to effectively employ technology-based instructional resources in a classroom setting. Both interviewees and survey respondents highlighted the need and opportunity for professional development services to further enhance the skills of adult education practitioners. 14

15 FREE TECHNOLOGY IN THE FACE OF FUNDING CHALLENGES Nearly 65% of program administrators, who are the primary decision makers regarding instructional materials purchasing across most programs and channels, agreed that investing in technology is a budget priority, reinforcing the opportunity for technology expansion in this field. However, limited funding prevents programs from pursuing more robust technology investments, and this was the challenge most often cited by surveyed administrators. CHALLENGES IMPACTING TECHNOLOGY IMPLEMENTATION IN ADULT EDUCATION FUNDING IS LIMITED 59% STUDENTS LACK ACCESS TO DEVICES OR INTERNET OUTSIDE THE CLASSROOM 58% STUDENTS AREN T SELF-DIRECTED ENOUGH TECHNOLOGY PRODUCTS ARE TOO EXPENSIVE 34% 32% INSTRUCTORS AREN T COMFORTABLE WITH TECHNOLOGY 28% LIMITED ACCESS TO TECHNOLOGY IN CLASSROOM SETTINGS LACK OF INSTRUCTOR SUPPORT FOR USING TECHNOLOGY 20% 18% REGULATORY ISSUES (E.G., SEAT TIME REQUIREMENTS) 11% SEGMENTED BY RESPONDENT PROGRAM POLICIES DO NOT SUPPORT TECHNOLOGY ADOPTION 5% ADMINISTRATORS YES (66%) NO NO CHALLENGES - PRINT PRODUCTS ARE PREFERRED 4% INSTRUCTORS YES (47%) NO TECHNOLOGY PRODUCTS ARE LOW QUALITY 4% What are the greatest challenges in implementing technology-enabled instructional resources in your adult education program? (Select up to three) Notwithstanding these funding challenges, adult education programs are finding ways to integrate technology resources into their instructional practices. More than 85% of responding administrators and instructors reported using free online technology resources, such as Khan Academy, Facebook, and Google Docs, and they place a high degree of importance on the role of these offerings in supporting instruction. The high rate of use and strong emphasis on free and open technology resources revealed by respondents has important implications relative to the field s adoption of technologybased instructional resources and the evolution of the supplier ecosystem. We will explore this dynamic more fully in the second publication in this series. 15

16 Individual teachers are using technology that is not necessarily designed for education practices, and they are doing it in large part on their own. They are taking advantage of things like Google Docs and Facebook, and other resources that can be found online. Free online resources get us the best bang for our few bucks and help the most learners. Due to limited funding for resources, adult education programs need to look into OER [open educational resources]. Survey Respondents Generally, program administrators do not perceive technology solutions as cost prohibitive, but rather the funding squeeze leaves little discretionary budget for instructional investments. More broadly, program administrators must contend with covering basic needs e.g., staff salaries, utilities, and basic supplies and instructional investments tend to be a lower priority when juxtaposed with the fundamental elements required to operate an adult education program. Irrespective of technology expansion, increased funding for adult education can help bolster instructional investments and professional development initiatives that will enhance programmatic quality and impact. Budget concerns are an issue, since we struggle to cover salaries and other costs. We often don t have much left over to purchase technology. Survey Respondent The resourcefulness exhibited by adult education professionals seeking to introduce more innovative technology-based instructional resources and strategies is exciting. This dynamic is a clear signal that the field needs a similar level of creativity from suppliers and entrepreneurs through technology-based solutions that meet customer demand and from policy makers striving to augment and enhance programs resources and infrastructure. 16

17 MOBILE OPPORTUNITY OUTSIDE THE CLASSROOM As noted in the graphic on page 15, students lack of access to the Internet and electronic devices outside the classroom is perceived as a significant impediment to implementing technology-based instructional models in adult education. However, respondents may have taken too narrow a view of technology here, interpreting devices as more traditional computers (e.g., laptops, desktops) and excluding consideration of broadly available mobile devices smartphones. Moreover, program administrators and instructors flagged practice opportunities for students outside of class time as the most important benefit of technology-based resources see the graphic on page 10). Given the perceived lack of students computer access outside the classroom, smartphones represent a practical and achievable solution for capitalizing on this opportunity, and point to an initial pathway for addressing the technology access challenge more broadly. ESTIMATED SMARTPHONE OWNERSHIP AMONG ADULT EDUCATION STUDENTS We estimate that between 2.3 and 3 million students, or approximately 55% to 75% of the 4.1 million adult education students in programs today, own smartphones, based on analysis of survey data reflecting administrators and instructors views of student smartphone ownership. Moreover, given upward trends in smartphone ownership across demographic segments and age groups in the US, we expect that smartphone ownership among adult education students will continue to increase in the coming years. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 4.1M STUDENTS APPROXIMATELY 55%-75% OF STUDENTS OWN SMARTPHONES The mobile device opportunity in adult education is real. Devices are prevalent and growing, although device ownership is still variable across segments of the population. Survey Respondent Not only are student-owned mobile devices prevalent, but administrators and instructors are also optimistic about the potential use of mobile devices for instructional purposes. As highlighted in the figure below, 56% to 72% of respondents believe smartphones can benefit student engagement, classroom instruction, or learning opportunities outside the classroom; moreover, no more than 16% actually disagree with the premise that smartphones offer potential as a teaching and learning tool. 17

18 PERCEIVED OPPORTUNITIES FOR STUDENT-OWNED SMARTPHONES 100% 4% 5% 5% 12% 16% 9% 80% 15% 14% 23% 60% 40% 68% 72% 56% 20% 0% IMPROVE STUDENT ENGAGEMENT IMPROVE CLASSROOM INSTRUCTION DELIVER INSTRUCTION OUTSIDE THE CLASSROOM "Student-owned smartphones have the potential to..." AGREE NEITHER AGREE NOR DISAGREE DISAGREE DON T KNOW We should increase access to materials and learning via student smartphones so they are more engaged in learning on a daily basis, both on-site and at home. Survey Respondent The opportunity to expand the use of mobile technologies in the adult education field is significant. Currently, only 27% of survey respondents use mobile apps and games to support adult education instruction, while the majority of adult education professionals believe in the potential of student-owned smartphones to enhance instructional opportunities for students. Moreover, mobile solutions may present a pathway to addressing perhaps the most significant challenge facing the adult education field reaching the 32 million US adults who are in need of basic skills education but are not currently able to access it through the adult education system. There are a variety of ways student-owned mobile devices might be used to supplement or enhance instruction, and so understanding how, when, and where these devices can be most effective is critical. Capturing sentiments expressed by many interviewees and survey respondents, an experienced adult education professional who has led the design and implementation of a smartphone app in the field emphasized that any mobile solution needs to be more than merely an app. 18

19 Our solution is an approach. We trained the teachers in a flipped classroom approach, and we trained them on how to embed the app within their instruction. A mobile solution can t just be an app it has to be a solution with sufficient instructional scaffolding. Adult Education Professional Interviewee At the same time, there is a gap in the supply of mobile instructional solutions targeting the adult education community, a theme we will address in the second publication in this series. 19

20 A CALL TO ACTION The themes of educational access, affordability, and improved outcomes have been enhanced by learning technologies in the K 12, postsecondary, and corporate landscapes; this is not yet the case within adult education. However, as our research illustrates, the desire to explore and apply innovative, technology-based instructional resources within the adult education field is well seeded. Achieving an effective infusion of technology-based instructional resources into adult education environments will be more likely with committed efforts from four key groups: adult education policy professionals; program administrators and instructors; suppliers and entrepreneurs; and foundations and funders. At a macro level, these stakeholders should organize their efforts around three concepts. Understand the starting point The research outlined in this report provides a useful national picture of the existing dynamics of and opportunities for instructional technologies in adult education. But there is diversity across states, channels and individual programs; stakeholders would likely benefit from further targeted analysis of the conditions within their own state, program, etc. These efforts could be supported by government or philanthropy, or conducted in more bootstrapped fashion by individual program administrators. Such a fact base would help those stakeholders prioritize interventions and investments. Learn and improve Ultimately, using instructional technologies to improve learning outcomes for underprepared adults depends on the intelligent selection and subsequent incorporation of those technologies into an overall learning experience. Federal and state policymakers and philanthropy should explore opportunities to curate existing technologies, particularly open educational resources, and provide selection frameworks or technical assistance to assist programs. Also, communities of practice focused on instructional technology could facilitate co-learning and sharing of insights and strategies that could accelerate effective adoption and mitigate challenges. Attract supplier interest Given funding challenges noted in the report, stakeholders should consider how to make the market more attractive. Policymakers could fund or incentivize use of learning technology, thereby increasing the market opportunity. Programs could, simply with peers in their area or under the auspices of the state, aggregate purchasing to make those sales more attractive to suppliers. Or philanthropy could run prize competitions to draw more investment targeted to adult education solutions. We offer below a more detailed set of initial recommendations and considerations organized by the four stakeholder groups. These should be read as a composite set of actions and initiatives that can cultivate and drive both more and better applications of innovative learning technologies to meet challenges in the adult education community. They are intended to provoke further discussion and action within and across the stakeholder communities; they should be read as exhaustive or comprehensive in scope. 20